Towards Inclusive Schools? PDF
Preview Towards Inclusive Schools?
ROUTLEDGE LIBRARY EDITIONS: SPECIAL EDUCATIONAL NEEDS Volume 6 TOWARDS INCLUSIVE SCHOOLS? TOWARDS INCLUSIVE SCHOOLS? Edited by CATHERINE CLARK, ALAN DYSON AND ALAN MILLWARD Firstpublishedin1995byDavidFultonPublishersLtd Thiseditionfirstpublishedin2019 byRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN andbyRoutledge 711ThirdAvenue,NewYork,NY10017 RoutledgeisanimprintoftheTaylor&FrancisGroup,aninforma business ©1995DavidFulton(Publishers)Limited Allrightsreserved.Nopartofthisbookmaybereprintedor reproducedorutilisedinanyformorbyanyelectronic,mechanical, orothermeans,nowknownorhereafterinvented,including photocopyingandrecording,orinanyinformationstorageor retrievalsystem,withoutpermissioninwritingfromthepublishers. Trademarknotice:Productorcorporatenamesmaybetrademarksor registeredtrademarks,andareusedonlyforidentificationand explanationwithoutintenttoinfringe. BritishLibraryCataloguinginPublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary ISBN:978-1-138-58532-4(Set) ISBN:978-0-429-46809-4(Set)(ebk) ISBN:978-1-138-60319-6(Volume6)(hbk) ISBN:978-0-429-46908-4(Volume6)(ebk) Publisher’sNote Thepublisherhasgonetogreatlengthstoensurethequalityofthis reprintbutpointsoutthatsomeimperfectionsintheoriginalcopies maybeapparent. Disclaimer Thepublisherhasmadeeveryefforttotracecopyrightholdersand wouldwelcomecorrespondencefromthosetheyhavebeenunableto trace. Additional publisher’s Note These are re-issues of books published some years ago which are inevitably a reflection of the time in which they were published. The language used is indicative of that time and as such no offence is intended by the re-issuing of the books. Preface to the 2018 Re-issue The early 1990s, when this book was published, were important years in the history of special education. For some time, various countries had been developing ways of educating children identified as having disabilities and/or special educational needs alongside their peers in regular schools. For the most part, these developments had been fragmented. Different countries used different terminology, targeted different groups of children, worked within different legal and ad- ministrative frameworks, and had different ideas about how schools should operate and what kind of education they should deliver. In 1994, however, UNESCO issued the Salamanca Statement (UNE- SCO 1994). This declared ‘inclusion’ to be the right of all children and called on all countries to develop inclusive schools. For the first time it seemed that countries might be able to develop their provision within a common framework of ideas, language and practices. Certainly in the decades since then ‘inclusive education’ has had all the appearance of an international movement, uniting very different systems in a joint endeavour to ensure that all their children have access to the same educational rights and entitlements. This book marked an early attempt to explore in this context how educators working in different systems might learn from each other’s thinking and practice. It did this by inviting a range of international experts to write about developments in their own countries and the findings of their own research. Based on this, the editors set out a framework which outlines the different approaches to inclusion that have emerged internationally and suggests ways in which researchers and practitioners can speak to each other from within those different approaches. The rapid development of inclusive education initiatives across the world in the past two decades would undoubtedly mean that some aspects of this book would change if it were being written today. If nothing else, there would be more emphasis on the experiences of low- and middle-income countries. However, the substantive issues addressed by individual chapters remain important – how is inclusive education to be resourced, how are teachers to be developed for in- clusion, what kinds of school practices are most inclusive? Readers will find here some intriguing suggestions as to how questions might be answered – suggestions that they can adapt to their own particular contexts. However, the book offers more than a few practical suggestions. The authors also tackle fundamental questions – about what we re- ally mean by ‘inclusive education’, about what kinds of knowledge, research and thinking support inclusion and, above all, about how educationalists working in very different contexts might share what they know? Despite all the developments of recent decades, these ques- tions remain as vital today as they were when this book was written. This book, therefore, offers an important resource for readers every- where who are engaged in working for more equitable, more inclusive education. Alan Dyson January 2018 Reference UNESCO (1994) The Salamanca Statement and Framework for Action on Spe- cial Needs Education. Adopted by the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, June 7-10, 1994). Min- istry of Education and Science, Madrid (Spain); United Nations Educa- tional, Scientific, and Cultural Organization, Paris (France). TOWARDS INCLUSIVE SCHOOLS? Edited by Catherine Clark, Alan Dyson and Alan Millward David Fulton Publishers London
The list of books you might like
